Abstract
All of the papers in this section focus on aspects that are critical to the success of lesson study. In the first chapter, Rongjin Huang, Zikun Gong, and Xue Han explore the relationship between learning theory and lesson study (LS). They describe a path of learning (Marton 2015) for students identified by a teacher group supported by facilitators as they design and refine a research lesson on division of fractions guided by variation pedagogy. This represents a turn in Chinese lesson study shifting the focus from teaching practice to students’ learning. Figure 1 shows the sequence of patterns of variation that characterizes the path of learning developed by the teachers engaged in the LS.
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References
Marton, F. (2015). Necessary conditions of learning. London/New York: Routledge.
Vikström, A., Billström, A., Fazeli, P., Holm, M., Jonsson, K., Karlsson, G., & Rydström, P. (2013). Teachers’ solutions: A learning study about solution chemistry in Grade 8. International Journal for Lesson and Learning Studies, 2(1), 26–40.
Wood, K. (2018). What and how do teachers learn by taking part in lesson study? Presentation to European Association for Research on Learning and Instruction (EARLI) Special Interest Group 9: Phenomenography and Variation Theory, Birmingham University, UK, 16–18 September.
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Wood, K. (2019). Preface: Studies on Key Aspects of Lesson Study. In: Huang, R., Takahashi, A., da Ponte, J.P. (eds) Theory and Practice of Lesson Study in Mathematics. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-04031-4_29
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DOI: https://doi.org/10.1007/978-3-030-04031-4_29
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